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Risk Factors and Children not Referred for Special Education Until After Kindergarten Entry –or— The Child Find Study Cynthia Paris and Michael Gamel-McCormick Center for Disabilities Studies University of Delaware December 7, 2004 Why this study? Why now?

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Delaware Department of Education and Local School Districts reported anecdotal occurrences of children entering kindergarten in need of special education services but not having been identified for Part B, Section 619 services

Part C personnel were concerned about children exiting early intervention services and not being found eligible for preschool IDEA services

Records for special education referrals for the students from 1999-2002 reviewed;

All students found eligible for special education during those years who were in K, 1st, 2nd, 3rd, or 4th grade and had never been received special education services before were included in the population definition

Students identified as moderate or low income by food program eligibility

Random sample of students selected from each of the four grade levels and low or moderate income levels resulting in 83 students in the sample

With collaboration between families and professional communities, children could be referred earlier and services secured

This calls for a change in the professional culture regarding children’s development and linking to services; the protocols professionals use for referring children and their families need to be updated